Changes In Native English Speaking Teachers Recruitment Policy In South Korea.pdf

1 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES POSTGRADUATE STUDIES KIM YOU JIN Changes in Native English speaking Teachers recruitment policy in South Korea Tha[.]

Rationale

Since 1997, Korea integrated English education into elementary schools as part of its globalization strategy, emphasizing practical communication skills across society However, many learners and parents criticize the textbook-dependent teaching environment, claiming it limits students' ability to develop communicative competence To address this, the English Program in Korea (EPIK) was launched in the mid-1990s, deploying native English-speaking teachers (NESTs) across various educational institutions to enhance students' speaking skills, improve teaching methods, and promote cultural exchange The program also aimed to reduce reliance on private education and bridge the English language proficiency gap By 2010, EPIK had expanded successfully, with NESTs comprising over 81% of placements, contributing to the overall goal of improving communicative skills and fostering international understanding in Korea.

In 2010, the Ministry of Education, Science and Technology assigned NESTs to all middle schools nationwide to enhance students' English communication skills However, the rapid increase in the number of NESTs made it challenging to ensure the availability of qualified educators.

According to the National Institute for International Education (2009), only 38.3% of certification holders for Teaching English to Speakers of Other Languages (TESOL) and Teaching English as a Foreign Language (TEFL) came from various cities, representing less than half of the NESTs The lack of educational experience and expertise among NESTs has led to numerous challenges, contradicting the expectations in the English education field that NESTs would effectively lead lessons.

In Korea, most NESTs are contracted annually, making frequent replacements undesirable Many NESTs come to Korea as young individuals seeking cultural experiences, often working temporarily without a strong instructional commitment Challenges such as strained relationships with local teachers and communication issues with school leaders have persisted Moreover, there have been incidents involving NESTs related to drug use, illegal affairs with students, and other social concerns The high costs associated with recruiting and importing large numbers of NESTs raise questions about the overall value of this investment, emphasizing the need to evaluate whether the expenditure is justified.

Efforts to improve English education policies in South Korea have been ongoing This article examines recent changes in the recruitment policies for Native English-Speaking Teachers (NESTs) and the reasons behind these shifts The insights provided aim to inform not only South Korea's language education policies but also offer valuable implications for Vietnam's English teaching policies.

Aims and objectives of the study

The purpose of this study is to investigage the recruitment English- speaking teachers policy in South Korea

This aim is specified into two following objectives:

(1) To investigate the changes in policies of recruiting native English- speaking teachers in South Korea

(2) To find out why those changes were made

(3) To inform Vietnam‟s policies on native-speaker teachers.

Scope of the study

The scope of this study is limited to the policies from the year of

Since 1995, South Korea has implemented policies for recruiting native English-speaking teachers (NESTs) to enhance English education The evolution of this initiative can be divided into three key periods: the beginning of the English Program in Korea (EPIK) from 1995 to 2002, the subsequent development phase, and the current status of NEST recruitment Throughout these periods, studies and media reports highlight the impact of NESTs on language learning, policy changes, and the challenges faced in integrating native speakers into the Korean education system Understanding these historical shifts is essential for comprehending the ongoing developments in Korea’s English teaching landscape.

2002 to 2010, and after 2010 The participants for interviews will be limited to one University in Seoul, Korea, and one Junior high school in Sangju, Korea.

Significance of the study

East Asian countries like Japan, Taiwan, Hong Kong, China, and Korea have integrated Native English Speaking Teachers (NESTs) into their education systems to enhance communication-focused English learning In Vietnam, NESTs are increasingly embraced across various educational institutions However, to ensure successful implementation, Vietnam should analyze the experiences of nations that have previously adopted similar strategies.

Research indicates that nearly 90% of teachers recruited through Japan’s NESTs program lack certification and teaching experience (Carless, 2004; Ohtani, 2010) In Hong Kong, NESTs applicants are required to hold teaching certification, but it is not a top priority during the recruitment process Similarly, in Taiwan, although applicants are expected to be well-trained, the Ministry of Education struggles to attract sufficiently qualified NESTs, highlighting ongoing challenges in recruiting certified teachers (Wang & Lin, 2013).

Initially, Korea's policy of recruiting NESTs under the EPIK program was not thoroughly evaluated or tested At the outset, only 38.3% of NESTs held valid certifications, indicating a lack of rigorous standards in the early stages of the program.

Since 2009, Vietnam has grappled with questions about the optimal number of NESTs in each school and whether these teachers are sufficiently qualified and competent, prompting significant policy changes after substantial budget investment Implementing policies similar to those of Korea and other East Asian countries could potentially lead to educational challenges in Vietnam It is essential that policy decisions involve not only policymakers but also teachers and education supervisors to ensure effective implementation This study aims to support Vietnamese educators and stakeholders in critically reflecting on and developing well-informed policies regarding NESTs, ultimately improving the quality of English education in Vietnam.

LITERATURE REVIEW

Native-speakerism

As a Korean living in Vietnam, I had experienced the power of the title „native-speaker‟ when teaching Korean language to Vietnamese people

Many learners, particularly Vietnamese university students, strongly prefer to learn from native-speaking English teachers (NESTs) regardless of the teachers’ actual qualifications, reflecting a widespread positive perception of native speakers in English education This phenomenon, known as native-speakerism, is prevalent across many Asian countries and is driven by the belief that NESTs embody Western culture and are therefore superior, a view critiqued as more ideological than factual by Holliday (2005) Phillipson’s (1992) concept of linguistic imperialism suggests that this bias was shaped by English-speaking aid agencies in the 1960s to promote English as a global language Research by Kubota & Lin (2006) indicates that differences between NESTs and non-native English teachers (NNESTs) are more cultural than linguistic Teachers labeled as native speakers are often idealized based on misconceptions about Western individualist cultures, whereas NNESTs are unfairly associated with collectivist cultural traits, perpetuating stereotypes Houghton and Rivers expand this understanding by describing native-speakerism as a form of prejudice, stereotyping, and discrimination rooted in perceptions of language nativeness, which influences attitudes toward foreign language teachers.

Definitions of native-speakers

Some argue that defining native speakers is unnecessary since everyone is a native speaker of a language they've grown up with, emphasizing that this is sufficient in real-world contexts (Chomsky, 1965) However, in English Language Teaching (ELT), the concept of native speakers has been debated for decades due to evolving perceptions of what it means to be a native speaker Bloomfield (1933) defined the first language as a person's mother tongue, making them a native speaker, but this term is not always accurate, especially for children who move to another country and gradually forget their original language Nayar (1994) contends that native speakers are capable of making errors without damaging their linguistic competence Lee (2005) identified six key attributes of native speakers from various scholars in the field of second language acquisition, highlighting the complex and nuanced understanding of native speaker identity.

1 The individual acquired the language in early childhood (Davies, 1991; McArthur, 1992; Phillipson, 1992) and maintains the use of the language (Kubota, 2004; McArthur, 1992),

2 the individual has intuitive knowledge of the language (Davies, 1991; Stern, 1983),

3 the individual is able to produce fluent, spontaneous discourse (Davies, 1991; Maum, 2002; Medgyes, 1992),

4 the individual is communicatively competent (Davies, 1991; Liu, 1999; Medgyes, 1992), able to communicate within different social settings (Stern, 1983),

5 the individual identifies with or is identified by a language community (Davies, 1991; Johnson & Johnson, 1998; Nayar, 1998)

6 the individual does not have a foreign accent (Coulmas, 1981; Medgyes, 1992; Scovel, 1969, 1988)

The question is, in English education as a teacher, are these characteristics important? since Phillipson argues that competence in

“demonstrating, fluent, idiomatically appropriate languages” are not inderent but are made while proficiency is just one of many elements of professionalism (Pasternak and Bailey, 2004)

Non-native speaker teachers

Recent studies, such as Llurda (2004), highlight a growing preference for Non-Native English Speaking Teachers (NNESTs) over Native English Speaking Teachers (NESTs), citing NNESTs' deeper understanding of the language learning process as a key advantage Cook (2005, 2007) emphasizes that because NNESTs are often skilled language learners themselves, they serve as effective models and guides for students, especially when the goal is not native-like fluency but communicative competence Furthermore, NNESTs' multilingual backgrounds enable them to empathize more effectively with learners, understand their specific needs, and address cultural and linguistic diversity, including local accents and international cultures, which are increasingly valuable in the context of English as an International Language (EIL) (Llurda, 2004; Cook, 2005, 2007; Coskun, 2013, cited in Tajeddin & Adeh, 2016).

2002, cited in Tajeddin & Adeh, 2016) Furthermore, according to Doerr

(2009), because NNESTs recognize the local culture and local language used in the country, their role is emphasized in the context of English as the international language.

Many NNESTs believe they lack key linguistic skills such as vocabulary, fluency, and pronunciation, which can impact their teaching effectiveness However, only a few feel that these language difficulties do not influence their classroom performance Reves and Medgyes (1994) suggest that NNESTs should recognize their own strengths and accept that differences from NESTs are natural and reasonable, fostering confidence and self-awareness in their teaching roles.

Kim (2011) study on the self-perception of NNESTs revealed that many non-native English-speaking teachers experience low self-esteem due to the influence of native speakerism NNESTs often believe that only native speakers can be truly effective English teachers, which undermines their confidence A primary concern among NNESTs is their accent, as they feel it does not align with Standard English, affecting their credibility and teaching efficacy Addressing native speakerism and promoting linguistic diversity are essential steps toward improving NNESTs' self-esteem and professional identity.

Research by Iranian scholars highlights that NNESTs often lack confidence and awareness of their roles compared to NESTs, emphasizing the need for targeted teacher education programs to boost their self-confidence and professional understanding It is crucial to clarify that effective English teaching is less about native language authenticity and more about using the language to connect with students and effectively organize language knowledge A study by Tajeddin & Adeh (2016), involving 200 NESTs and NNESTs from England and the USA, revealed that NESTs prioritize methodological training and are more confident in correcting language errors The findings also suggest that some NNESTs may perceive native teachers as superior, underscoring the importance of fostering a more equal professional mindset through training.

Native-speaker teachers

Park (2010) surveyed 40 students from M Middle School in S City, along with 20 Korean English teachers and 2 NESTs, to explore perceptions of NESTs Korean teachers viewed the primary strength of NESTs as "indirect exposure to foreign cultures" (52.8%), followed by motivation (25%), while NESTs themselves identified "improving communication skills" (27.3%) and "indirect experience of foreign cultures" (27.3%) as their key strengths Importantly, the learners considered "indirect exposure to foreign cultures" (47.6%) as the most significant advantage of NESTs.

Research by Kim & Han (2009) highlights that NESTs are effective in teaching listening, speaking, reading, and writing at the upper level, with notable improvements in listening and writing for lower-level students Although no significant difference was found based on the type of cooperative class with Korean teachers, the jointly-leading approach was more effective for upper-level groups, while NESTs leading classes benefited lower-level students Contrarily, Jin (2006) argues that NESTs have minimal impact on boosting students' confidence in English learning Overall, studies by Hong, Kim, Lee, and Jung (2009) reveal that most research focuses on perceptions and attitudes toward NESTs, with limited investigations into their actual impact on students’ English proficiency and confidence Additionally, many of these studies consist of case studies at specific schools or classes, offering only a snapshot of phenomena at a particular moment in time.

Research by Lee (2007a) highlights that NESTs often face challenges in explaining grammar logically and may encounter language barriers with beginner learners, leading to their lower ratings as effective teachers Kwak (2002) identified difficulties students experience in understanding native speakers during classroom interactions, affecting language acquisition Kim (2006) found that elementary students exhibited higher anxiety levels when taught by NESTs compared to Korean teachers, indicating potential emotional barriers in NEST-led classes Additionally, a study by Kim and Go (2008) revealed negative perceptions of NESTs among educators due to concerns over inconsistent teaching quality and management challenges.

Professionalization in ELT

There is no single, universally accepted definition of teacher professionalism, as it must reflect each nation's societal and cultural contexts In the early 1990s, concerns were raised about whether ELT professionalism was perceived as less rigorous than that of professions like medicine or law (Maley, 1992) Today, however, there is a widespread recognition of the importance of teacher professionalism in ELT According to Farmer (2006), professionalism is regarded as highly desirable in ELT practices worldwide.

Many Asian countries have implemented policies to recruit NESTs as part of their efforts to enhance English education in public schools, with programs such as Japan's JET Program, Korea's EPIK, Hong Kong's NET Scheme, and Taiwan's FETRP However, Pasternak and Bailey (2004) emphasize that professionalism involves more than just language proficiency; teacher preparation and training are crucial components Research by Darling-Hammond (2000) and Malm (2009) confirms that well-trained teachers outperform those with minimal or no training While some NESTs may lack proficiency or speak lesser-known dialects, it is possible to develop and improve their language skills through proper training Therefore, preparing language teachers with both proficiency and professional skills is essential for delivering quality education.

This chapter reviews the existing literature on the strengths and weaknesses of native-speaker and non-native-speaker teachers in English Language Teaching (ELT) It explores scholarly perspectives on native-speakerism and the professionalization of ELT, highlighting ongoing debates about the perceived superiority of native speakers in language instruction The discussion emphasizes the need to critically assess myths surrounding native-speaker advantages and to promote equitable recognition of non-native teachers' expertise in the field.

Native-speaking English teachers remain highly popular in many Asian countries, including Vietnam To develop effective language education policies, it is essential to examine the experiences of South Korea, providing valuable insights for other countries in the region Understanding South Korea’s approach can help inform better practices and improve the integration of native-speaking teachers in Asian education systems.

METHODOLOGY

Qualitative research

This qualitative study investigates individuals’ experiences, perceptions, and reactions to policies on Native English-Speaking Teachers (NESTs), aiming to provide relevant recommendations for improving NEST policies in English education in Korea and Vietnam (Creswell, 2015; Merriam & Tisdell, 2016) Recognizing the limited research on the reasons behind policy changes and the predominant focus on domestic needs, the study emphasizes exploration over quantification, making qualitative methods more suitable Content analysis and interviews were chosen for their reliability and ability to adapt to the researcher’s circumstances, with content analysis particularly effective for examining long-term policy changes based on government-issued documents To mitigate the limitation of content availability, the researcher consulted industry experts to ensure realistic insights Convenience sampling was employed, leveraging the researcher’s professional network within the English department to facilitate frank and informed interviews.

Research questions

In an attempt to achieve the aims and objectives stated above, the following research questions were addressed:

(1) How have the policies of recruiting native English-speaking teachers been changed in South Korea?

(2) Why were those changes made?

(3) What Vietnam can learn from Korean experiences regarding Native English-speaking teachers.

Research Instruments

This study utilized two primary data collection methods: content analysis and interviews, to explore policy changes regarding NESTs (Native English Speaking Teachers) in Korea The researcher analyzed information from the Ministry of Education and Seoul Metropolitan Office of Education to understand the reasons behind policy shifts Additionally, public opinion over time was examined through a diverse selection of internet newspaper articles To gain in-depth insights, the researcher conducted interviews with experts involved in the education sector.

This study employs content analysis to provide a comprehensive overview of the evolving policies governing the recruitment of Native English-speaking Teachers (NESTs) in South Korea, highlighting the reasons behind these changes Additionally, interviews with South Korean ELT professionals offer valuable insights into the motivations and perspectives of insiders in the field Together, these methods address key research questions: how have recruitment policies for NESTs in South Korea evolved, why were these changes implemented, and what lessons can Vietnam learn from Korea’s experiences with hiring Native English-speaking Teachers? This approach ensures a thorough understanding of the policy shifts and their implications for the ELT industry in South Korea and beyond.

Research participants

The first expert participant is the Director of the International Affairs Office at C University in Seoul, Korea, with over two decades of experience since 2001, primarily working in the International Language Institute overseeing NEST recruitment This interview was conducted via email in Korean, with relevant excerpts transcribed and translated into English for analysis The second participant is a high school English teacher in Sangju, Korea, selected to provide realistic insights from her direct experience working with students, thus minimizing bias Her interview was also conducted via email, as documented in appendix 1.

Data collection methods

The researcher examined policy changes regarding Native English-Speaking Teachers (NESTs) in Korea by consulting official sources from the Ministry of Education and Seoul Metropolitan Office of Education, highlighting the reasons behind these policy shifts To gauge public opinions over time, the study analyzed a diverse range of internet newspaper articles Additionally, to gain in-depth insights into the real-world impact of these policies, the researcher conducted an interview with expert in the field.

Data analysis methods

Following table is the analysis model for this study

Analysis of an actual case

- Analyze policies made on NESTs

Analyze internet newspaper articles over time focusing on

Analyze an interview Analyze other

Summary

teachers/students/parents‟ opinion country‟s cases

This study primarily adopted a content-analysis method to examine changes in policies over time Over 40 Korean-related papers were reviewed, with relevant data abstracted and analyzed chronologically to highlight policy shifts across different periods To ensure accuracy regarding legal status, NESTs’ roles, application requirements, visa types, necessary documents, salaries, and qualifications, data from the Ministry of Education and Seoul Metropolitan Office of Education were cited in section 3.1.1 The research also incorporated content analysis and interviews with two experts to answer the second research question, focusing on public opinions from parents, students, and teachers during each policy period to provide a comprehensive perspective and minimize subjectivity.

This chapter outlines the research methodology used in this study, including details about the participants, data collection techniques, and data analysis methods It provides a comprehensive overview of how the research was conducted to ensure validity and reliability The subsequent chapter will present the findings derived from the data analysis, offering insights based on the collected data.

FINDINGS

Content analysis

3.1.1 Policy documents on NESTs recruitments

1) The beginning of the polices on NESTs

The official use of NESTs (Native English Speakers) in Korean English education began in 1966, when 200 Peace Corps members from the United States contributed significantly by teaching English and reeducating Korean English teachers at secondary schools, as well as enhancing students' communication skills at university levels and supporting staff in professional organizations In 1992, the Korea-US Board of Education expanded these efforts by inviting approximately 30 American youth under 30 with bachelor's degrees through the Fulbright Program to teach at middle and high schools nationwide Since 1994, various metropolitan and provincial education offices have continued this initiative by recruiting recent graduates from American universities, predominantly Korean Americans, to further support English language education across Korea.

Since 1994, the Korean government has prioritized the use of NESTs (Native English-Speaking Teachers) as a key component of its Comprehensive Plan for Globalization in Education The program officially launched on May 31, 1995, under the name KORETTA (Korea English Teacher Training Assistants), before being rebranded as EPIK (English Program in Korea) in 1996 This initiative aims to enhance English language education and promote cultural exchange within South Korea's public schools.

According to the Seoul Metropolitan Office of Education (2018), Article 21 of the Elementary and Secondary Education Act mandates that teachers must be certified by the Minister of Education under Presidential Decree This provision is appropriately interpreted to include Native English-speaking Teachers (NESTs) as English Assistant Teachers who support Korean educators in the classroom Additionally, the role of instructors under Article 22 of the same Act further clarifies the responsibilities and qualifications necessary for teaching staff in primary and secondary education.

According to Article 42(1) of the Enforcement Decree of the Act, foreign assistants and native teachers' assistants are included in the Basic Plan for the Implementation of Teacher Competency Assessment Legally, these assistant teachers are classified as lecturers, emphasizing their essential role in educational settings This classification underscores the importance of recognizing assistant teachers within the framework of teacher competency evaluations, supporting their professional development and compliance with educational regulations.

NESTs in Korea are employed by the superintendent of education and serve in temporary positions, typically on a one-year contract that can be renewed annually They are responsible for tasks such as developing instructional and educational materials, supporting school activities, conducting after-school programs, and teaching foreign language conversations to students and teachers While NESTs must perform their assigned duties, they do not participate in public decision-making or exercise public authority as civil servants As special employees, NESTs act as cultural ambassadors, facilitating international exchanges and promoting Korea abroad, thereby strengthening Korea's international relations and cultural outreach.

- Requirements to apply for NESTs

As of 2018, applicants for NEST positions were required to be citizens of countries where English is spoken as a native language, such as the USA These eligibility criteria aimed to ensure candidates possess authentic language proficiency suitable for teaching English as a native speaker Meeting these nationality requirements was essential for candidates to qualify for NEST employment opportunities.

To qualify for teaching positions in the UK, Canada, Ireland, Australia, New Zealand, South Africa, and other supported countries, applicants must have permanent resident permits or connections to these countries, such as at least 7 years of education from the 7th grade onward and residency for over 10 years Male candidates must ensure their contracts do not conflict with mandatory military service Fluency in standard English with proper pronunciation is essential for effective teaching, along with a positive personality that can adapt to Korean culture Educational requirements include a minimum of a Bachelor's degree, with over 100 hours of TESOL/TEFL certification or a major in English education being preferred Candidates must also be physically and mentally healthy and able to obtain the necessary visas (E2, F2, F4, F6) to work legally abroad.

- Types of visa for NESTs

Various visa types permit individuals to teach foreign languages in educational institutions, including D2, E2, F2, F4, F5, F6, and A3 The D2 visa is issued to international students; to teach English, one must obtain permission outside their valid stay at the immigration office and, after six months of enrollment, can be hired for up to 20 hours per week with a recommendation from a guidance teacher The E2 visa is designated for foreign language conversation instructors who must be native speakers of the target language and hold at least a bachelor's degree from their home country; they are required to obtain an alien registration card within 90 days F2 is for long-term residents seeking permanent status, typically requiring a stay of at least five years in Korea with E2 visa status and recognition by the Minister of Justice The F4 visa is for overseas Koreans who only need to report their residence in Korea F5 is for Korean permanent residents, who are exempt from acquiring an additional E2 visa to teach foreign languages The F6 visa is for foreigners married to Koreans; they can teach English without needing an extra E2 visa but must renew their F6 visa before expiration Lastly, the A3 visa is for individuals engaged through agreements with the Korean government, such as USFK personnel.

Fulbright native speakers, etc.) A person and family who is exempt or to be exempted by the agreement They must obtain permission to engage in ' activities besides qualified' before teaching

- Required documents for applying for NESTs

Required documents to submit when applying are as follows

For those applicants for an interview, secondary documents to submit are as follows

① Criminal Record Check (* Federal Level Only)

② Copy of degree (original or notarized copy)

※ ① & ②: Confirmed by Apostille or Consular of Korea

⑤ Copy of certificate (teacher certificate, TESOL certificate, etc.)

⑥ Citizenship or Permanent Resident Card (In case of Korean nationality)

⑦ Evidence of secondary education (permanent Korean resident)

Health check-ups are conducted through medical examinations in designated hospitals authorized by the Minister of Justice If a doctor detects a disqualifying condition, such as drug inhalation, during the examination, the contract will be revoked The individual will be responsible for covering their airfare costs to return to their home country.

Salary and qualifications of each class of employment are as follows

∙ Over 7 years of experience as an English teacher in accredited institutes and has qualification in one of the following:

-Master's degree in TESOL / TEFL or English education-related fileds

-A teacher who is recommended by the Superintendent of education or Principal of the local (country of origin) Ministry of Education office

∙ A teachers who can work as a curriculum developer and have Ph.D in TESOL / TEFL

∙ Over 4 years of experience as an English teacher in accredited institutes and has qulification in one of the following:

-A master's degree in TESOL / TEFL or English education-related fields

-A teacher who is recommended by the Superintendent of education or Principal of the local (country of origin) Ministry of Education office

∙ A person who has worked at the Seoul Metropolitan Office of Education for more than one year with a B grade

∙ Over 3 years of experience as an English teacher in accredited institutes and has qulification in one of the following:

-A master's degree in TESOL / TEFL or English education-related fields

-A teacher who is recommended by the Superintendent of education or Principal of the local (country of origin) Ministry of Education office

∙ A person who has worked at the Seoul Metropolitan Office of Education for more than one year with a C grade

∙ Master‟s degree in TESOL / TEFL or English education-related fields and have over 2 years of experience as an English teacher in accredited institutes

∙ A bachelor's degree in English education-related fields and have teacher‟c cerfication and have over 3 years of experience as an English teacher

∙ A person who has worked at the Seoul Metropolitan Office of Education for more than one year with a D grade

∙ Master‟s degree in TESOL / TEFL or English education-related fields and have over 1 years of experience as an English teacher in accredited institutes

∙ A bachelor's degree in English education-related fields and have teacher‟c cerfication and have over 3 years of experience as an English teacher

∙ A bachelor's degree in English education-related fields and have over 3 years of experience as an English teacher

∙ A person who has worked at the Seoul Metropolitan Office of Education for more than one year with a E grade

∙ Master‟s degree in TESOL / TEFL or English education-related fields

∙ A master‟s degree in English education-related fields and have have over 1 year of experience as an English teacher

∙ Person who has over two years of experience and have qualification to apply as G grade teacher

∙ A person who has worked at the Seoul Metropolitan Office of Education for more than one year with a E grade

∙ A bachelor's degree in English education-related fields with teacher‟s certification

∙ A master‟s degree in English education-related fields

∙ Person who has one year of experience and have qualification to apply as G grade teacher

∙ A person who has worked at the Seoul Metropolitan Office of Education for more than one year with a E grade

∙ A bachelor‟s degree wih qulification in one of the followings

- Teacher‟s certification in elementary, middle educators

- A bachelor‟s degree in education, English literatrue and lingustic filed

- Cerficate in TESOL / TEFL (over 100 hours) or in English education filed

- A person who has experience over 1 year in accredited institute

H(3) 1,800,000 ∙ A bachelor‟s degree Table 3.1 Salary and requirements of each class of employment

※ Accredited institutes: Elementary or Middle school or International Schools

※ Allows to set a separate allowance according to the characteristics of each institution

※ In case of general elementary, middle and high school NESTs, it is possible to upgrade to A grade only

3.1.2 Chages in native-speaker teachers policies

(1) Policies in English Education policies from 1900s to now

The Korean government has continually introduced, revised, and implemented education policies to adapt to the evolving educational environment Recruitment policies for Native English-Speaking Teachers (NESTs) are closely linked to each presidential administration’s approach to English education Table 3.1 summarizes the key English education policies emphasized by different Korean governments from the 1990s onward.

Government Main Policies on English Education

- Launching of the Education Reform Committee;

Globalization education, peace education, foreign language education and international understanding education

- For the first time, NESTs appear

- Supporting for international exchanges such as the Korea-US Board of Education, Cultural Agreement

- Increasing teacher recruitment and nurturing and promoting teacher personality and creativity

- Elementary school teacher training, English textbook compilation and testing, elementary school English education

- Improving English education in elementary, secondary and university to be focused on English in everyday life

- Expanding English and computer skills ability for each level

- Reinforcing English education to be teachers and actively reflecting English proficiency in employment examinations

- Recommending the opening of English language courses for lifelong educational institutions

- Introducing of 7th English curriculum based on communication-centered('01)

- Activation of English education mainly focus on the placement of native teachers

- English education for elementary school in grades 3-6

- Increasing the percentage of teachers who can teach in English and activating English classes in English

- Annual expansion of NESTs and operating English experience learning centers

- International exchange projects; Introducing Study Korea project (to attract international students)

- Revision of the curriculum to increase the number of elementary English class hours

- Expansion and establishing secure system of NESTs

- In-depth training for current teachers and the TEE certification system will be expanded nationwide

- Providing balanced middle and high school English education by strengthening speaking and writing

- Developed the National English Proficiency Test (NEAT)

- Completing the English experience and English-only classes

- Admission system is sufficient by school education such as SAT test

- Realization of real life-oriented English education Expanding support for professional development of various English teachers

- Improve teaching, learning, and assessment methods to learn speaking, listening, reading, and writing evenly EBS e-book contents, speaking and writing practice program development, mobile linkage expansion

Moon Jae In Government (2017.5 – now)

- Reducing and examine excessive tutoring for young children

- Crackdown on schools called 'English kindergarten' receiving enormous fees to study

- Establishment of a plan to improve public school‟s English education centering on elementary English education

Table 3 2 Changes in English education policies of each government

Based on the main policies outlined by various governments, changes have also occurred in NESTs policies Table 3.3 summarizes these recent policy adjustments, reflecting evolving governmental approaches to foreign English teacher deployment (Ministry of Education, Science and Technology, 2008; Ministry of Education & Human Resources Development, 2005)

Introductory Stage : Selecting 54 NESTs by the Ministry of Education

(1995) : Arrangement of NESTs in public middle school

Conflict Stage Revision of the policy of using NESTs (1998) : The number of NESTs dropped sharply (856-> 139)

Complement Stage : Handed over policies to the metropolitan and provincial offices of education (2004), the number of NESTs increased dramatically

: Reinforcing selecting and training of NESTs (2007)

Expend Stage : Rapid increasing in number of NESTs : The number of NESTs is adjusted autonomously according to the city and province office of education Park Geun Hye

Decline Stage : Previous policy of expending in number of NESTs has side effect -> decrease sharply in number of NESTs

Moon Jae In Government (2017.5 – now)

Replacing Stage : 'English speaking practice system' utilizing AI-based natural language processing technology

: ‘English Playground’ by self-directed learning or smart books

Table 3.3 Changes in NETSs policies of each government

The Kim Young Sam government's education policy was rooted in the 1995 May 31 Education Reform Plan, which guided comprehensive reforms across the education sector This policy aimed to diversify and specialize education, shifting the paradigm from a provider-centric to a learner-focused approach, emphasizing accountability and autonomy in educational practices To enhance foreign language education, the government introduced the use of 54 Native English-Speaking Teachers (NESTs), who were deployed through city and district education offices to support middle schools by conducting teacher training and improving English instruction.

The Kim Dae Jung government’s education policy was shaped by a sensitive response to national, societal, political, and economic demands, especially in the aftermath of the IMF bailout crisis Economic restructuring and market control became key drivers in shaping educational reforms during this period (Choi, 2010) As a result, the number of native English teachers (NESTs) sharply declined from 856 in 1997 to 274 in 1998 due to policy adjustments Despite these changes, the government continued to prioritize globalization and practical education, establishing new frameworks for the integration and use of native English teachers to enhance language learning outcomes (Ahn, 2006).

During the Roh Moo Hyun government, the administration prioritized open education policies aimed at improving educational quality and citizen satisfaction In response to rising social polarization, the government announced private education cost reduction measures on February 17, 2004, alongside efforts to expand the English experience program The 2005 "Comprehensive Measures to Promote English Education" outlined initiatives such as increasing the deployment of Native English Speakers (NESTs) across colleges, elementary, middle, and high schools, and initiating a six-month advanced training course for English teachers By 2006, the number of teachers enrolled in this training was expanded, and the Ministry of Education and Human Resources Development (2007) planned to enhance the English teaching capabilities of 10,000 teachers through intensive training by 2015 Additionally, the government aimed to support communication-focused English education by expanding the presence of NESTs over specific periods.

The Lee Myung Bak government initiated a comprehensive education reform, revising the previous Roh Moo Hyun administration's policies to emphasize autonomy, competition, and diversity in education Key initiatives focused on strengthening public English education through immersion programs and the 'English Public Education Completion Project,' which aimed to expand English-speaking teachers, reorganize curricula, and create an English-friendly learning environment To ensure stable and effective English education, policies included increasing the number of native English-speaking teachers (NESTs), improving teacher selection and management systems, and implementing comprehensive training programs that combine English-related and in-depth teacher training, with ongoing expansion of training opportunities.

Analysis of public opinions

1) Beginning period of EPIK (from 1995 to 2002) Parents’ opinions

Jo (2002) highlights the typical atmosphere and parental opinions in Korea at that time, particularly regarding innovative English education institutions The article titled “‘Preschool English Special Zone’… Some schools imitate 'foreign schools’,” discusses new types of English academies that feature both native English-speaking teachers (NESTs) and international students During the early days of the EPIK program in Korea, parents eagerly welcomed NESTs, quickly registering their children and even waiting in long queues Experts expressed concern that an overemphasis on 'foreign school' concepts might lead young children to develop feelings of inferiority towards traditional Korean culture and Hangeul For instance, an English kindergarten in Banpo-dong, Seocho-gu, Seoul, announced that its goal was not only to provide qualified teachers and textbooks but also to foster a globalized educational environment.

Creating an immersive overseas language training atmosphere with foreign friends is gaining popularity The cost per student for a six-month semester is approximately 5 million won Parents like Jung (37, female) believe that studying alongside foreigners not only enhances English skills but also provides valuable cultural understanding.

Research by Lim (1996) revealed that approximately 47% of middle school students felt that classes with NESTs helped reduce their fear and discomfort towards foreigners Yeon (1996) found that cooperative classes with NESTs significantly increased high school students' interest in English and provided opportunities to contact native speakers, helping learners overcome fear of making mistakes in conversation Park & Kim (2000) compared various English teaching models, discovering that cooperative lessons involving NESTs and Korean teachers with multimedia tools were more effective in developing communication skills than independent NEST classes or single-teacher lessons During the 1990s, limited opportunities for students to meet native speakers in their English education environment led to highly positive evaluations of these new intercultural experiences.

According to Yunhap News (1997), initial attempts to integrate NESTs into the EPIK program faced challenges because many NESTs were unwilling to renew their contracts and often returned to their home countries during their working period The primary reasons cited by NESTs include poor working conditions and a desire to stay in Korea for travel purposes, typically for just one year By July, only 17 out of 39 remaining NESTs had applied for re-contracts, highlighting their reluctance largely driven by their intent to travel rather than long-term commitment to the program.

Many NESTs in the EPIK program are not fully committed to their teaching missions, with some frequently traveling abroad and opting not to re-contract The provincial education official highlighted that 25 hours of classes per week, which exceeds the standard by 7 hours for Korean teachers, can be too demanding This situation raises concerns about the overall quality and dedication of NESTs at the start of the program.

On September 24, 2009, a newspaper article highlighted parents' concerns regarding NESTs (Native English Speaking Teachers) Assemblyman Lee Kun-hyun of the National Council of Education, Science and Technology (Grand National Party) expressed his views on the issue, emphasizing the importance of addressing parental apprehensions about NESTs in the education system.

Recent concerns among students and parents about crimes committed by NESTs have heightened awareness regarding safety in English education Strengthening the vetting process for NESTs' qualifications and transparently disclosing information about their criminal records are essential measures to protect learners from potential harm According to the Crime Status of Foreign Instructors of English, the number of native English teachers arrested for crimes increased from 114 in 2007 to 274 over the past three years, with violence being the most common offense, followed by drug-related crimes and other illegal activities.

10 rapes, and 7 theft Violence increased from 22 in 2007 to 38 in 2008, and

As of August 2009, there were a total of 184 NESTs, with 138 in Seoul, 29 in Busan, and 17 in Gwangju and Daegu Following the initial phase of the EPIK program, concerns began to rise about NESTs causing social issues, leading to increased apprehension among parents.

Research by Jeong (2003) highlights that students value hearing authentic English usage and correct pronunciation during listening activities, emphasizing the importance of exposure to real language in language learning Kim (2003) found that students with higher academic performance often experience greater anxiety and pressure but also demonstrate more positive motivation and attitudes toward Korean native English-speaking teachers (NESTs) Conversely, Kim et al (2008) revealed that students prioritize language competencies as a key factor in collaborative NEST classroom settings, indicating the importance of teaching skills for effective learning Jin et al (2006) showed that while English teachers generally express higher satisfaction with NESTs, students' satisfaction remains lower, especially regarding classroom management, assessment methods, skill improvement, and confidence building, suggesting a need for policy adjustments Park (2008) identified gender-based differences in perceptions, with male students valuing listening practice and fun in learning, while female students express a desire for more study relevance, and both genders report concentration issues, particularly when NESTs focus predominantly on higher-level students Many students struggle with understanding and speaking during NEST lessons, especially when teaching upper-level students; thus, NESTs should ensure inclusive opportunities for all to develop communication skills Overall, multiple studies indicate that NESTs’ effectiveness varies based on learner level and skills, with student opinions fluctuating between positive and negative, often due to difficulties in comprehension and perceived teaching focus, contrasting earlier positive reactions to NESTs’ presence.

Research on perceptions of NESTs highlights that job satisfaction is influenced by several factors According to Lee (2007b), NESTs experience higher job satisfaction when they have supportive human relations and fellow teachers to address their concerns Additionally, a positive administrative environment and well-managed tasks contribute to increased satisfaction NESTs also report higher satisfaction when they have adequate time to prepare for classes Conversely, policies such as the 2010 Gyeonggi-do Office of Education's reduction plan, which aimed to cut 800 NESTs across the province by decreasing positions in multiple schools, reflect ongoing debates about the role of native English teachers Despite these changes, educators like Kyung from K Elementary School acknowledge that Korean teachers' competence has improved through training, balancing the pros and cons of such policy shifts.

There was Surveys by Seoul Metropolitan of Education(2011) on

Parents of students across 1,282 schools—comprising elementary, middle, and high schools—show strong support for NESTs, with 12,150 respondents: 62.8% from elementary schools, 25.8% from middle schools, and 11.4% from high schools Among English policy components, 'NESTs placement' received the highest approval at 54.2%, especially in elementary schools where parents rated it highly When asked about the ideal English teacher, 62.2% preferred Korean teachers with excellent English speaking skills and good teaching abilities, while 26.9% favored NESTs If NESTs are to be phased out, 35% of parents believe that intensive training for Korean English teachers is the most effective alternative Regarding helpful teachers in English classes, 53.7% of parents valued Korean teachers with strong conversation skills and effective teaching, compared to 29.7% who preferred NESTs Despite the Korean government’s efforts to reduce NESTs nationwide, significant challenges remain, and policymakers must work to better communicate the positive impact of NESTs and implement policies that yield optimal educational outcomes.

A recent survey of 28,761 students revealed that student participation in NESTs' classes is high in elementary and middle schools, with 55.8% and 30.7% respectively, but declines significantly in high schools, where 31.9% of students report negative experiences The main reason for passive participation is that students often do not understand the teacher’s speech, with nearly half of middle and high school students citing this issue, highlighting the need for improved NESTs' teaching methods Additionally, about 60% of students, especially low-level learners (69.4%), reported minimal interaction with classmates during NESTs' classes, primarily limited to greetings or no interaction at all The survey also indicates a notable gap in perceptions of NESTs' effectiveness between parents and students, which should be considered when developing future policies to enhance the quality of English language education.

A total of 2,406 teachers participated in the survey, including 1,291 from elementary schools, 399 from middle schools, and 356 from high schools Overall, teachers view classes with NESTs as beneficial, with an average positive response of 3.21, particularly favoring cooperative classroom environments at the elementary level Korean teachers identify speaking and listening (40.7%), pronunciation (28.8%), and cultural understanding (22.5%) as the most effective areas of NESTs' impact, while perceiving grammar (0.6%) and reading (0.8%) as less effective Teachers believe NESTs are especially beneficial for upper-level (46.2%) and advanced students (30.6%), and prefer NESTs to be assigned mainly to elementary and middle schools (32.5%) When considering reducing NESTs, Korean teachers see intensive training for Korean teachers (46.6%) as the most effective alternative The variations in responses across different school levels suggest that effective teaching methods and skills are more important than the nationality of teachers.

A study by Lee, Jeon, and Kang (2011) surveyed 122 teachers regarding the qualifications of NESTs Many Korean teachers expressed that nationality in English-speaking countries is not an absolute requirement, emphasizing that fluency in good English, strong teaching skills, and excellent classroom management are more important They also highlighted the need for NESTs to have a basic understanding of Korean culture and ways of thinking, suggesting that these qualities are essential for effective teaching in Korea.

1) Beginning period of EPIK (from 1995 to 2002)

Korean society has shown significant interest in NESTs since the early days of the EPIK program, with extensive media coverage highlighting their role in education A 1996 MBC news report revealed concerns about the qualifications of native English speakers recruited by the Ministry of Education, noting that many lacked proper certifications and some exhibited unprofessional behavior, such as being intoxicated during training At that time, the Ministry aimed to recruit 1,000 native teachers, but only about 600 had been hired due to staffing shortages, raising questions about the quality of instruction Reports indicated that college graduates were hired based solely on documentation, with over 10% lacking basic ESL training, and teachers with no certifications receiving salaries between $1,500 and $2,000, which further impacted the perceived quality of native English teachers in Korean schools.

Analysis of interview data

In an interview with Mr Seo, a seasoned expert at C University in Seoul since 2001, he explained that the university had its peak number of NESTs (Native English Speakers Teaching Staff) between 2010 and 2012, with around 20 NESTs working in English courses As of March 2020, this number had decreased to five NESTs, each responsible for English conversation classes across different majors, with contracts structured as non-retirement or retirement tracks renewed every two or four years Mr Seo mentioned that student satisfaction with NESTs is primarily evaluated by individual professors, indicating that whether an instructor is a NEST or a Korean does not significantly influence student satisfaction He highlighted challenges faced by NESTs, including perceived discrimination over salaries from Korean teachers, and cultural differences stemming from Korea's hierarchical society, which sometimes led to complaints or legal action against the university The recruitment of NESTs at C University was historically linked to the curriculum; however, recent policy changes by the Ministry of Education led to the reduction of required English courses, thus decreasing the demand for NESTs Mr Seo suggested the need to develop specialized tracks and adapt curricula to align with societal content saturation and to effectively meet the evolving needs of students and NEST supply.

To ensure an unbiased perspective, the researcher included an interview with Ms Choi, a current high school English teacher in Sangju, Korea, who teaches 10th and 11th grades She highlighted that most conflicts between NESTs and NNESTs stem from cultural and perceptual differences, such as varying approaches to disciplining students who want to sleep during class NNESTs tend to scold insistently, whereas NESTs use a softer approach Regarding student satisfaction, preferences vary by class type: students prefer native pronunciation in speaking classes but feel more satisfied with Korean teachers in grammar classes When asked about improving policies, Ms Choi emphasized the importance of hiring responsible, high-quality teachers regardless of nativeness, suggesting that recruiting fewer NESTs and focusing on training Korean teachers could be a more effective strategy.

Discussion

Policies on English education and NESTs in Korea are primarily driven by presidential pledges and have changed every five years, lacking a consistent long-term strategy The evolution of NEST policies began in the mid-1900s with the initial recruitment of 54 NESTs, followed by a conflict stage from 1998 to 2003 during which Korea faced significant economic challenges Subsequently, the country entered a complementary phase with rapid increases in NEST numbers, reaching an expansion stage with the highest NEST presence in English education before gradually declining due to the rise of AI-based technologies and self-study internet programs Currently, becoming a NEST in Korea has become more difficult due to past policies focused solely on recruitment without quality assessment, leading to chaotic situations Table B-5 summarizes the status of NESTs in Korea over the past five years, reflecting these ongoing changes and trends.

Table 3.4 Status of NESTs in Korea

Public opinion on NESTs in Korea has shifted from positive to negative over time Initially, parents eagerly supported NESTs and invested significantly in hiring them, especially for elementary students, reflecting their enthusiasm for English education and belief that NESTs are the best teachers Students also responded positively to the novelty of meeting foreigners and listening to native accents However, challenges arose as schools and teachers faced high costs and NESTs often expressed dissatisfaction with Korea’s hierarchical culture and short-term missions, leading to issues such as misconduct and safety concerns From 2003 to 2010, media coverage of NEST-related crimes heightened parental and school fears While survey results showed variability based on students’ levels, genders, and question components, these findings suggest that teaching methods and student demographics influence perceptions more than NESTs themselves In recent years, the Korean government has sought to reduce the reliance on NESTs by inviting international experts to improve the quality of local English teachers and developing alternative approaches.

Summary

This chapter presents the key findings from the data analysis, highlighting major changes in South Korea’s recruitment policies for native-English-speaking teachers The discussion emphasizes how these policy adjustments reflect evolving educational priorities and international standards The subsequent chapter offers conclusions and explores the implications of these findings for Vietnam and other similar countries seeking to improve their English teaching recruitment strategies.

This study consists of three main parts Part A presented rationale and justification of the problem Korea has introduced policy on NESTs from

Since 1995, many Asian countries, including Vietnam, have actively recruited NESTs (Native English-Speaking Teachers) to enhance English education However, South Korea has recognized that relying solely on NESTs for teaching English communication poses significant challenges, leading to ongoing policy adjustments The study aims to investigate South Korea’s NEST recruitment policies, uncover reasons behind these policy changes, and provide insights that can inform Vietnam’s approach to NEST employment Notably, shifts in Korea’s NEST policies can serve as a reflection and valuable reference for Vietnam’s future decisions regarding NEST recruitment and English teaching strategies.

In Part B, literature on native-speakerism, definitions of native- speakers, strenghts and weakneses of NNESTs and NESTs, and professionalization in ELT were adressed It seems that teachers labelled as

In some countries, native English speakers are often regarded as superior; however, the most crucial factor is the professionalism of the teachers Non-native English-speaking teachers (NNESTs) are highly effective learners and can serve as excellent role models for students, but native-speakerism influences their self-perception, leading to a lack of confidence and perceived imperfection While native English speaking teachers (NESTs) can positively impact student learning through cooperative teaching with Korean teachers, language barriers and limited understanding of Korean students and culture can hinder effective communication This study addressed three research questions through content analysis and expert interviews, highlighting the importance of teacher professionalism and cross-cultural collaboration in language education.

Since its implementation in 1995, South Korea’s NEST policy has involved the Department of Education assigning native English speakers to schools, expanding significantly by 2005 to include at least one NEST in nearly all schools Despite this widespread adoption, concerns have arisen regarding the effectiveness and quality of NESTs relative to the substantial costs invested in English education Critics question whether NESTs genuinely collaborate well with Korean teachers and whether their presence truly enhances students’ English conversation skills Consequently, there is growing debate over whether solely relying on NESTs is the most effective approach to improving English communication abilities in classrooms.

The Ministry of Education is shifting its focus towards ensuring that English education is delivered by well-trained Korean English teachers with excellent proficiency, emphasizing the importance of in-house expertise over native English-speaking teachers (NESTs) As part of this policy change, ongoing training programs are being implemented to enhance the English skills and teaching methods of Korean English teachers Additionally, the government is developing a variety of internet-based audiovisual materials to provide convenient and engaging learning tools for both students and teachers Free online English learning programs are also being introduced, offering students opportunities for independent study and increased exposure to the English language.

Vietnam can learn from South Korea’s approach to recruiting English teachers by prioritizing professionalism over whether teachers are NESTs or NNESTs Carefully verifying the qualifications of NESTs is crucial to prevent costly budget expenditures with minimal impact, or even negative effects on students South Korea’s decision to reduce NESTs and invest in training local teachers demonstrates the benefits of employing teachers with a deep understanding of Vietnamese culture and learners, which can serve as a successful model for Vietnam By focusing on developing qualified local English teachers, Vietnam can streamline its language education process and implement effective policies more quickly It is recommended that Vietnam invest in training local teachers and establish strict examinations for NESTs to avoid hiring unqualified candidates, thereby enhancing the quality and sustainability of English education nationwide.

2 Limitaion of the current research

This study highlights that it is challenging to apply the same standards to all native NESTs, as their educational roles vary significantly based on training, experience, and dedication Further in-depth research is essential to develop effective policies tailored to NESTs' quality levels Additionally, due to the differing contexts of Vietnam and Korea, generalizing the study's findings is difficult; however, Korea’s experiences can serve as valuable references for shaping future policies.

3 Recommendation and suggestions for future research

Based on the study's findings, recommendations should focus on two main areas: improving NEST recruitment and long-term policy development in English education To enhance the quality of NESTs, the recruitment system must be improved by prioritizing qualifications such as a strong sense of responsibility, genuine personality, sincerity, proactive engagement with students, and a passion for teaching, rather than focusing solely on nationality Currently, policies regarding NESTs are often driven by political decisions made by policymakers, primarily influenced by presidential agendas, rather than considering the perspectives of students, parents, or educators, which undermines the effectiveness of NEST deployment.

Research indicates that the main challenge with NESTs (Native-English Speaking Teachers) is budgeting, highlighting the need to optimize their deployment for maximum effectiveness Relocating NESTs to elementary and middle schools—where student and parent satisfaction is highest—can enhance outcomes, while their placement in high schools appears less beneficial due to lower satisfaction levels To improve English education, NESTs should focus on delivering English-only classes that foster practical language use, transitioning gradually to bilingual classroom models tailored to students’ proficiency levels It's essential to create learning environments where students actively participate and use English meaningfully, regardless of whether teachers are NESTs or NNESTs, shifting away from teacher-centered approaches to more student-engaged methods.

Effective preparation of NESTs requires comprehensive prior education that includes understanding the Korean teacher landscape, cultural insights, and student characteristics It is essential for NESTs to have specialized training in teaching English, along with appropriate certification Existing teachers should undergo in-depth training on the Korean language system and pedagogical methods In Korea, on-site cultural exploration activities and orientation sessions—such as lectures, discussions, and practice—are vital, often totaling 64 hours of instruction scheduled twice weekly over ten days During this training, NESTs learn about Korean geography, climate, traditions, arts, educational system, and English teaching methodologies, including comparative analyses of Korean and English characteristics.

English performance evaluation method, NESTs life in Korea, EPIK policy, and field trips including excursions to Korean folk villages, scenic spots, and museums

Developing a long-term English education policy is crucial for both Korea and Vietnam, beyond reliance on native English-speaking teachers (NESTs) Emphasizing the professionalism of local teachers is essential, as their quality is the key factor in building a strong English-speaking nation The first step is to assess the number of qualified local teachers available, including those with teaching licenses, completed English training, and certification Historically, Korea has had limited numbers of licensed English teachers, but expanding teacher training programs and certification opportunities can increase this workforce Since 1997, Korea has made significant efforts by establishing English courses in elementary schools and creating the Department of English Education within college of education, reflecting a national commitment to strengthening local English teaching capacity.

Investing in the professional development of Korean teachers is essential, as in-service training exceeds 200 hours over six months, surpassing training durations for other subjects Instead of relying on native English speakers (NESTs), enhancing the training and proficiency of local teachers is more effective Korea has implemented diverse programs focused on improving teachers’ English communication skills and teaching methodologies, emphasizing language proficiency rather than subject content For example, since 2013 in Kang-won Province, all English teachers have been trained to conduct classes entirely in English The Ministry of Education applies a three-level, customized training approach tailored to teachers' experience and needs, involving a six-month program that emphasizes language skills and teaching methods, culminating in practical teaching experiences including overseas intensive training for TESOL qualifications, which serve as substitutes for NESTs and teacher trainers, thereby strengthening English language education nationwide.

Implementing an awarding system for local English teachers promotes their professional development and motivation According to Yoo (2019), Hannam University has been recognized for nine consecutive years by the Daejeon Metropolitan Office of Education's 'English Teacher Certification Evaluation System.' This system includes the Teaching English in English (TEE) assessments for teachers across elementary, middle, and high schools, as well as Trainer of Teachers (TOT) evaluations Experienced teachers assess classroom teaching abilities in English and evaluate peers for certification, with outstanding educators receiving recognition and incentives Hannam University’s College of Education conducts comprehensive TEE evaluations, involving professional English education professors and a diverse jury, including native speakers and school administrators, to ensure high-quality English teaching standards.

The TOT certification evaluation process begins with the TEE competency examination, which is open to English teachers with over three years of teaching experience The second step involves the TOT certification exam, available to experienced English teachers seeking to further validate their teaching skills This comprehensive assessment ensures that teachers meet the necessary standards for professional development and certification.

To enhance English education, it is essential to develop user-friendly and engaging programs that leverage Internet-based audio-visual materials for both students and teachers Additionally, supporting students in utilizing free online English learning resources encourages self-directed learning Maximizing opportunities for students to engage with English through Internet video platforms, especially those connecting schools with English-speaking countries, further enhances language exposure and proficiency.

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2 Carless, D (2004) JET and EPIK: Comparative perspectives Paper presented at the 2004

KOTESOL Conference, Busan, South Korea

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Recommendation and suggestions for future research

Based on the study findings, recommendations should be directed towards improving NEST recruitment systems and establishing long-term policies for English education To enhance NEST quality, recruitment processes must prioritize teaching qualifications and the ability to care for students over nationality Essential qualities for NESTs include a strong sense of mission, responsibility, good personality, sincerity, active engagement with students, and genuine care for their well-being Currently, policies on NESTs are predominantly driven by political decisions made by policymakers influenced by presidential directives, often neglecting the perspectives of students, parents, and educators.

Research indicates that budget constraints are a major challenge for NESTs, highlighting the need to optimize their deployment for maximum effectiveness Placing NESTs in elementary and middle schools, where student and parent satisfaction is highest, can enhance educational outcomes, while their presence in high schools should be reconsidered due to lower satisfaction levels Improving English-only classes by gradually integrating bilingual teaching and increasing English instruction based on students’ proficiency levels can boost the effectiveness of NESTs Creating classroom environments that promote active student participation and meaningful use of English, regardless of whether teachers are NESTs or NNESTs, is essential for fostering better language acquisition and engagement.

A comprehensive prior education for NESTs is essential, including understanding the Korean teacher’s role, Korean cultural perspectives, and student behavior Possessing a teaching English major or certification is crucial, along with in-depth training on the Korean language system and effective teaching methods For teachers already employed, specialized training should encompass Korean cultural exploration through site visits to places like Independence Hall and museums, as well as orientation sessions featuring lectures, discussions, and practical exercises Typical training programs involve 64 hours of lectures held twice weekly over 10 days, covering topics such as Korean geography, climate, traditions, arts, and a comparison of Korean and English language characteristics Additionally, training includes an overview of the Korean education system, Korean English education, and innovative English teaching methods.

English performance evaluation method, NESTs life in Korea, EPIK policy, and field trips including excursions to Korean folk villages, scenic spots, and museums

Establishing a long-term national English education policy is crucial for both Korea and Vietnam, beyond relying solely on native English speakers (NESTs) Emphasizing the professionalism and qualifications of local teachers is essential, as their quality directly impacts the nation's English proficiency Historically, many teachers in Korea lacked teaching licenses, English training, or certification, limiting the pool of qualified educators Expanding the workforce by including those who completed teaching courses, graduated from education graduate schools, or passed teacher certification exams can strengthen English education Since 1997, with the introduction of English courses in elementary schools and the establishment of the Department of English Education within universities, efforts have been made to improve teacher training and certification processes.

Investing in the professional development of Korean teachers is essential, as Korea allocates over 200 hours of English training to in-service teachers, spanning more than six months—significantly more than for other subjects Instead of relying on native English speakers (NESTs), enhancing local teachers' training should be prioritized Korea currently offers diverse training programs focused on improving teachers' English proficiency and teaching methods, with an emphasis on communication skills rather than subject content Since 2013, Kang-won Province has mandated that all English teachers use only English during classes to strengthen language immersion The Korean Ministry of Education implements a three-level customized training system tailored to teachers' experience and needs, involving six months of intensive English proficiency and methodology development, culminating in practical teaching experience, including overseas immersion and TESOL certification, to elevate teacher quality and professionalism.

Implementing a recognition system for local English teachers promotes their professional development, as evidenced by Hannam University's consistent success in the Daejeon Metropolitan Office of Education's 'English Teacher Certification Evaluation System' for nine consecutive years This system assesses elementary, middle, and high school English teachers through the Teaching English in English (TEE) and Trainer of Teachers (TOT) evaluations, focusing on classroom teaching ability in English and peer evaluation Experienced teachers evaluate their colleagues and junior teachers, awarding certifications to those who demonstrate excellence and providing incentives for successful performance Hannam University’s College of Education conducts comprehensive TEE assessments, including classroom performance over 20 minutes, evaluated by professional English education professors, native speakers, principals, and assistant principals, to ensure high standards of teaching quality.

The TOT certification evaluation begins with the TEE competency examination, which is open to English teachers with over three years of teaching experience Upon successful completion of the first step, teachers can proceed to the second step, where the TOT certification examination is available to those with more than three years of educational experience This structured process ensures that participating teachers meet the necessary qualifications to advance in their professional development.

To enhance English education, it is essential to develop user-friendly and engaging programs for both students and teachers that incorporate various Internet-based audio-visual materials Additionally, supporting students in utilizing free online English learning platforms promotes self-directed learning Maximizing opportunities for students to immerse themselves in English through Internet video spaces between schools and English-speaking countries can further enrich their language exposure and proficiency.

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This master's thesis from Jeoju University Graduate School investigates the key variables affecting university students' attitudes and their impact on learning outcomes The study highlights the importance of understanding students' motivational factors and learning behaviors to enhance academic performance Findings suggest that positive attitudes toward learning significantly correlate with improved academic achievement among college students Implementing targeted interventions based on these variables can lead to more effective educational strategies and better learning results.

10 Jin, K A (2006) 짂경애(2006) 글로벌 시대 국가 경쟁력 강화를 위핚 영어교육 혁싞

방안 서욳: 핚국교육과젓평가원

11 Jo (2002) 조인직 (2002) ‘유치원 영어특구’…일부학원 ‘외국인학교’ 흉내 [Online]

동아일보 Retrieved from http://www.donga.com/news/article/all/20021127/7886733/1

12 Kawk, B K (2002) 곽병권 (2002) 원어민 영어교사 프로그램이 고등학교

영어교육에 미치는 영향 석사학위논문, 계명대학교

13 Kim, Y S (2003) 김영싞 (2003) 원어민 영억사가 학생들의 젓의적 변인에 미치는

영향 연구: 영어교사와 비교하여 석사학위논문, 성균곾대학교 대학원

14 Kim, Y Y (2006) 김영숙 (2006) 원어민 교사와의 협력수업이 학습자의 듣기 능력

및 불안에 미치는영향 석사학위논문, 이화여자대학교 교육대학원

15 Kim, J Y., Kwan, N W., Lim, W., Lee, B C., Han, H J., Moon, T H., Lee, J Y (2008)

The 2008 study by Kim Jeot-yeol, Kwon Nak-won, Lim Woong, Lee Byung-cheon, Lim Chang-guk, Penthui Jeot, Moon Tae-hyuk, and Lee Je-yong analyzed the effectiveness of native English-speaking assistant teacher programs and the development of collaborative teaching materials The research, conducted under the Ministry of Education, Science, and Technology, highlights the positive impacts of native English teachers on language learning outcomes and emphasizes the importance of cooperative teaching methods The findings suggest that integrating native speakers into classrooms enhances student engagement and language proficiency, while the development of tailored collaborative lesson plans fosters a more interactive and effective learning environment.

16 Kim, H R., Go, K S (2008) 김혖렦, 고경석 (2008) 초등학교의 원어민

영어보조교사 홗용 실태: 경기도를 중심으로 초등영어교육, 14(2) 23-43

17 Kim, J Y., Han, H J (2009) 원어민 영어보조교사 홗용 수업이 학습자의 수준별 영어

학습에 미치는 영향 교육과젓평가연구, 23(2) Pp 125~144

18 Kim, T K (2010) 김태경 (2010) 경기교육청 원어민교사 내년 첫 감축 [Online]

연합뉴스 Retrieved from https://news.naver.com/main/read.nhn?mode=LSD&mid=sec&sid12&oid1&aid=0

19 Kim, Y T (2013) 김용택 (2013) 무자격 강사 찿용하는 영어 몰입교육 얶제까지 ?

[Online] 김용택의 참교육 이야기, Retrieved from https://chamstory.tistory.com/1333

20 Kim, J S., Kim, T Y (2018) 김지선, 김태영(2018) 영어교육 젓챀 변화에 따른

This study explores the phenomenon of teacher attrition among middle and high school educators in Korea, analyzing the various factors that contribute to their decision to leave the profession It highlights the significance of understanding teachers’ motivational decline and the impact of workplace conditions on their job satisfaction The research emphasizes the need for policy interventions to enhance teacher retention and improve the educational environment Findings suggest that addressing stress, workload, and support systems can effectively reduce teacher dropout rates and foster a more sustainable teaching workforce.

21 Jung (2014) 젓찬욱 (2014) 충남교육청, 원어민영어교사 젂원 자격증 소지자 배치

[online] 연합뉴스 Retrieved from https://news.naver.com/main/read.nhn?mode=LSD&mid=sec&sid12&oid1&aid=0

22 Lee, M K (2007b) 이미경 (2007b) 원어민 영어보조교사의 직무만족도와

직무홖경에 곾핚 연구 석사학위논문, 경상대학교 대학원

23 Lee, Y R (2007a) 이유리 (2007a) 원어민 영어교사와 비원어민 영어교사의

This study focuses on comparing perceptions of teaching domains and teaching methods Specifically, it examines how educators view different teaching areas and instructional strategies to enhance understanding and effectiveness The research is based on a master's thesis from Sungshin Women's University Graduate School of Education, contributing valuable insights into pedagogical practices The findings highlight the importance of aligning teaching techniques with educational objectives to improve student learning outcomes This comparison offers implications for curriculum development and teacher training programs, promoting innovative and student-centered instructional approaches.

24 Lee, H W (2010) 이혖원(2010) 핀란드 영어교사 무엇이 다른가 핚국교육싞문:

25 Lee, J B., Jeon, Y J., Kang, K O (2011) 이종복, 젂영주, 강경옥 (2011)

원어민영어교사 괸리 및 젓챀 개발을 위핚 델파이 연구 혂대영어영문학, 55(4)

26 Lim, J I (1996) 임지인 (1996) 원어민 교사가 학생들의 젓의적 변인에 미치는

영향에 곾핚 영구 석사학위 논문, 핚양대학교

27 Ministry of Education (2019) 교육부 (2019) “기초 의사소통능력을 키우는 즐거욲

영어교육” 초등학교 영어교육 내실화 계획 서욳: 교육부

28 Ministry of Education, Science and Technology (2008) 교육과학기술부

(2008).영어교육 주요젓챀 추짂방안 서욳: 교육과학기술부

29 Ministry of Education, Science and Technology(2009a) 교육과학기술부 (2009a)

원어민 영어보조교사 초청․ 홗용 이렇게 하세요 서욳: 교육과학기술부

30 Ministry of Education, Science and Technology(2009b) 교육과학기술부

(2009b).원어민 보조교사 배치혂황 인잧젓챀실 내부자료

31 Ministry of Education & Human Resources Development (2005) 교육인적자원부(2005)

영어교육 홗성화 5 개년 종합대챀 서욳: 교육인적자원부

32 Ministry of Education & Human Resources Development (2007) 교육인적자원부 (2007)

초등영어교육 10 년 성과 분석 연구 결과 서욳: 교육인적자원부

33 National Institute for International Education(2009) 국립국제교육원 (2009) 2010 년도